Establishing a Modified PBIS Approach in a Rural Intermediate School

Transcription

1 Establishing a Modified PBIS Approach in a Rural Intermediate School Jeannie Golden, Ph.D, BCBA-D, Rhys Potts, MAEd., Kay Exum, BA, Denise Griswold, Jenna Hilgoe, Caroline Hines & Cary Trump, BS East Carolina University Embassy Suites Twin City Quarter Describe the unique characteristics and challenges for establishing a modified PBIS approach in an impoverished, rural intermediate school and strategies for overcoming those challenges. Describe the various components involved in the process of implementation. Demonstrate appropriate use of the teacher-friendly forms and checklists. s Jeannie Golden, Ph.D., BCBA-D is a Licensed Psychologist who received her Ph.D. in School Psychology from Florida State University in Dr. Golden has worked as a teacher and school psychologist and had a private practice in Greenville, NC, where she worked with children and adolescents with behavior problems and their families for over 15 years. Dr. Golden is an associate professor in the Psychology Department at East Carolina University, where she teaches undergraduate and graduate courses in Applied Behavior Analysis and conducts Behavior Therapy seminars for child psychiatry residents at the ECU School of Medicine. She became the first nationally Board Certified Behavior Analyst in North Carolina in December of 2000 and was given the Florida Association for Behavior Analysis Honorary Lifetime Membership Award in September of 1994 and the North Carolina Association for Behavior Analysis Fred S. Keller Excellence in Behavior Analysis Award in February of 2005 and Do Things Award for Sustained and Outstanding Contributions in February of She also received the East Carolina University Alumni Association Teaching Excellence Award in May of 2001and the Board of Governors Distinguished Professor for Teaching Award in May of In April of 2012, Dr. Golden received the ECU Scholarship of Engagement Award. In July of 2008, Dr. Golden was awarded a $298,000 grant from the Kate B. Reynolds Charitable Trust entitled ECU-Greene County Partnership to Improve School-Based Mental Health Services. Dr. Golden is the principal investigator on a grant for over $500,000 from the DHHS awarded through the NC Department of Public Instruction for expanding school-based mental health services in two North Carolina counties. Dr. Golden has been a presenter throughout the United States, as well as in Belgium, Italy, England and Australia. Workshop Level: Intermediate

2 Conducting Functional Behavior Assessments with Typically Developing Students: Efficient and Effective Assessment Cynthia Anderson, Ph.D., BCBA-D Identify appropriate uses of indirect FBA Identify appropriate and inappropriate indirect methods for a given scenario and explain their rationale. Differentiate between scatter plot, ABC recording, and structural analysis and identify when each might be most appropriate Given a hypothesis about behavioral function, identify the routine(s) in which observations should be conducted Define experimental analysis and articulate when an experimental analysis might be warranted. Articulate the skillset necessary to conduct an experimental analysis in a classroom Cynthia Anderson, Ph.D., BCBA-D, earned her Ph.D. in Clinical Child Psychology. She is a board licensed psychologist and a Board Certified Behavior Analyst at the doctoral level. Currently Cynthia is the Aeschleman Distinguished Professor of Psychology at Appalachian State University. She has held previous faculty appointments at West Virginia University and University of Oregon, where she also served as Department Head. Cynthia has been working with children exhibiting challenging behavior for over 20 years. Her work has been funded by the U.S. Department of Education s Institute for Educational Sciences and Office of Special Education Programs. Much of her work is centered on better understanding factors that facilitate and inhibit adoption and sustained implementation of evidence-based practice in school and community contexts. She has published over 60 peer-reviewed publications, books and book chapters, and technical assistance documents in the areas of functional behavior assessment, function-based interventions, and pediatric feeding disorders. Currently she is the Associate Editor for Journal of Behavioral Education and past-associate Editor for School Psychology Review. She is on the Editorial Boards for Journal of Applied Behavior Analysis and the Behavior Analyst. Workshop Level: Intermediate to Advanced

3 A Behavior Analyst s Approach to Teaching Social Communication Skills Tamara Kasper, MS, CCC-SLP, BCBA The Center for Autism Treatment, At the completion of this workshop participants should be able to: Identify three prerequisite skills for conversation. Identify two methods for teaching a child to ask WH questions Identify a procedure for encouraging eye contact Identify a procedure to teach children to request attention. Identify the purpose of a friend file or shared 5 point scale. : Tamara S. Kasper, MS/CCC-SLP, BCBA, has practiced as a pediatric speech/language pathologist with emphasis on treatment of children with challenging behavior for over 20 years. She has specialized in treatment of children within the autism spectrum for the last 15 years. Her commitment to the children she serves led her to pursue treatment methods outside the field of speech-language pathology. Under the mentorship of Dr. Vincent Carbone, Ms. Kasper became a Board Certified Associate Behavior Analyst. Ms. Kasper has also completed advanced training in application of Skinner s analysis of verbal behavior and Kaufman s strategies for apraxia of speech. She is co-author of the K&K Sign to Talk and Speak with Sign Materials. She is the past recipient of the WSHA Clinical Achievement Award and nominee for the ASHA DiCarlo Award. Currently, Ms. Kasper directs The Center for Autism Treatment and provides consulting services, training, and workshops to treatment teams who serve children with autism in the United States, Canada, and Europe. Workshop Level: Intermediate The program is co-sponsored by the North Carolina Psychological Association and the North Carolina Association for Behavior Analysis. The North Carolina Psychological Association is approved by the American Psychological Association to sponsor continuing education for psychologists. The North Carolina Psychological Association maintains responsibility for this program and its content. This program is offered for 3 hours of continuing education credit. In addition, this workshop is BACB approved for 3 hours of continuing education credits.

4 Everything You Wanted to Know About Verbal Behavior But Were Afraid to Ask A. Charles Catania, Ph.D. Friday, February 21 st, 2014, 1:30pm 4:30pm Interpret instances of verbal behavior by identifying the different verbal classes that have come together to produce them Distinguish among higher-order verbal classes based upon their nesting (as when individual tacts are members of a higher-order class called naming) and to identify problems that may arise when different contingencies operate on classes at different hierarchical levels Distinguish accounts of verbal behavior that emphasize function (e.g., the stimulus control of verbal behavior and the contingencies that shape and maintain it) from more common everyday accounts in terms of structure (e.g., grammatical and linguistic categories) Identify functional verbal processes (including verbal shaping and verbal governance) as they occur in natural settings and as they may be incorporated into behavior analytic applications. A. Charles Catania, Ph.D., is Emeritus Professor of Psychology at UMBC (University of Maryland, Baltimore County). He has served as President of ABAI and of Division 25 of the APA and as Editor of the Journal of the Experimental Analysis of Behavior. He began his career in behavior analysis at Columbia in Fall 1954 in Fred Keller s Introductory Psychology course, which included a rat laboratory, and later served as TA in Nat Schoenfeld s Experimental Psychology sequence. He earned his Ph.D. at Harvard and conducted postdoctoral work in Skinner s pigeon laboratory. He has examined behavior maintained by a variety of reinforcement schedules and has had an enduring interest in relations between nonverbal and verbal behavior as well as in the striking parallels between accounts in terms of Darwinian natural selection and those in terms of the selection of behavior by its consequences. Workshop Level: Basic to Intermediate If you register on or before January 31 st, 2014 there is a special early registration fee of $55.00 to attend this workshop. There are also special rates available for anyone who would like to attend both this workshop and a pre-conference workshop on Wednesday, February 19 th, 2014 from 9:00am to 12:00pm. A student rate of $25.00 is available with proof of current full time student status. You will receive a full refund for cancellation received on or before February 7 th, No refund will be provided for cancellation received on or after February 8 th, 2014.

5 Function-Based Support: Developing Effective Interventions Based on Results of a Functional Behavior Assessment Cynthia Anderson, Ph.D., BCBA-D Friday, February 21 st, 2014, 1:30pm 4:30pm Identify the components of function-based interventions Identify antecedent, skill-building, and consequence-based intervention strategies likely to be effective when given a hypothesis statement Describe efficient and effective strategies for progress monitoring behavioral interventions Identify factors that facilitate and inhibit implementation of function-based intervention plans. Cynthia Anderson, Ph.D., BCBA-D, earned her Ph.D. in Clinical Child Psychology. She is a board licensed psychologist and a Board Certified Behavior Analyst at the doctoral level. Currently Cynthia is the Aeschleman Distinguished Professor of Psychology at Appalachian State University. She has held previous faculty appointments at West Virginia University and University of Oregon, where she also served as Department Head. Cynthia has been working with children exhibiting challenging behavior for over 20 years. Her work has been funded by the U.S. Department of Education s Institute for Educational Sciences and Office of Special Education Programs. Much of her work is centered on better understanding factors that facilitate and inhibit adoption and sustained implementation of evidence-based practice in school and community contexts. She has published over 60 peer-reviewed publications, books and book chapters, and technical assistance documents in the areas of functional behavior assessment, function-based interventions, and pediatric feeding disorders. Currently she is the Associate Editor for Journal of Behavioral Education and past-associate Editor for School Psychology Review. She is on the Editorial Boards for Journal of Applied Behavior Analysis and the Behavior Analyst. Workshop Level: Basic If you register on or before January 31 st, 2014 there is a special early registration fee of $55.00 to attend this workshop. There are also special rates available for anyone who would like to attend both this workshop and a pre-conference workshop on Wednesday, February 19 th, 2014 from 9:00am to 12:00pm. A student rate of $25.00 is available with proof of current full time student status. You will receive a full refund for cancellation received on or before February 7 th, No refund will be provided for cancellation received on or after February 8 th, 2014.